Standard set
Grade 3
Standards
Showing 153 of 153 standards.
R
RHYTHM
M
MELODY
H
HARMONY
F
FORM
E
EXPRESSION (tempo, dynamics, tone colour)
L
LISTENING
MOV
MOVING
S
SINGING
PI
PLAYING INSTRUMENTS
RW
READING AND WRITING
C
CREATING
R.1
Music may move to a steady beat.
R.2
Music may move evenly or unevenly.
R.3
Music is made up of long sounds, short sounds and silences.
R.4
There are strong and weak beats in music.
R.5
Long sounds, short sounds and silences may be grouped to form rhythm patterns.
R.6
Rhythm patterns can accompany melody.
R.7
Rhythm patterns are made up of the beat and divisions of the beat.
R.8
Beats may be grouped by accent (a stress in music).
R.9
Sounds and silences have specific duration [quarter note (ta), eighth note (ti–ti), half note (ta–a), and whole note (ta–a–a–a) with the corresponding rests].
R.10
Duration is extended by a dot, a tie or a fermata;
R.11
Beats may be grouped in 2s or 3s.
R.12
Some music does not have a steady beat.
R.13
A time signature tells how beats are grouped in a measure.
M.1
Sounds may be high or low.
M.2
Sounds are also in the middle.
M.3
A sequence of sounds may move from low to high, high to low, or stay the same.
M.4
A melody is made up of sounds organized in patterns.
M.5
Melodies are based on scales: major, minor and pentatonic (5-tone).
M.6
Printed symbols in music show the direction of the melody.
M.7
Sounds that move up or down by steps or half steps within the octave are called scales.
M.8
A melody may have an ending home tone (tonic).
H.1
Two or more sounds can occur simultaneously.
H.2
Melodies may be accompanied by harmony.
H.3
Some sounds seem to belong together and are called chords, three or more sounds together.
H.4
Major and minor chords have different sounds.
H.5
Two or more melodies can occur simultaneously; e.g., rounds, partner songs, descants.
H.6
The I and V7 chords may be used to accompany melodies.
H.7
Pitched percussion instruments can be combined to make harmony.
F.1
Music can be organized into sections––alike or different.
F.2
A section may be repeated (verse, chorus).
F.3
Music is organized into phrases.
F.4
A whole piece of music may be comprised of a number of sections.
F.5
Sections may be identified by letters; e.g., AB, ABA, ABAB.
F.6
There may be an introduction, an interlude and an ending (coda).
F.7
Musical phrases, which give organization to music, may be short or long.
F.8
Music may be accompanied by a repeated pattern (ostinato).
E.1
The beat in music may be fast or slow (tempo).
E.2
Music may be soft (p) or loud (f), dynamics.
E.3
Music may express our feelings.
E.4
Musical instruments have different tonal qualities.
E.5
The human voice has different tonal qualities.
E.6
Music reflects our feelings about holidays, seasons, our country and cultural heritage.
E.7
The words of a song are very important to the understanding of the song (text).
E.8
Music may be fast or slow and may change from one to the other suddenly or gradually (tempo).
E.9
Music dynamics may change suddenly (accent <) or gradually.
E.10
Changes in dynamics add to the effect of music.
E.11
Musical instruments produce tone colour by being blown, bowed, plucked, strummed, struck, scraped or shaken.
L.1
Distinguish environmental sounds: school, home, weather, animals, machines.
L.2
Identify and compare sounds (musical and non-musical): high–low, loud–soft, short–long, slow–fast, up–down.
L.3
Distinguish voice sounds.
L.4
Distinguish among the sounds of common musical instruments.
L.5
Be an attentive member of an audience.
L.6
Understand and appreciate the effect of music that is high–low, loud–soft, short–long, slow–fast, up–down.
L.7
Be aware of and enjoy seasonal, holiday and ethnic music.
L.8
Follow a story told by music.
L.9
Detect the rise and fall of melody.
L.10
Identify “like” and “unlike” patterns in music.
L.11
Respond to phrases in music.
L.12
Identify male, female and children’s singing voices.
L.13
Detect the contour (shape) of melody.
L.14
Identify differences in tempo, timbre (tone colour) and dynamics.
L.15
Identify the difference in sound between songs in major and minor keys.
L.16
Identify repetition and contrast.
L.17
Identify binary (AB) and ternary (ABA) forms.
L.18
Recognize the instruments of the four families of the orchestra: string, woodwind, brass, percussion.
MOV.1
Mime animals, machines and other sounds.
MOV.2
Move to the beat in music through walking, running, hopping, galloping and skipping, as appropriate to the psychomotor development of the students.
MOV.3
Respond to beat through action and simple body percussion.
MOV.4
Perform simple action songs and singing games.
MOV.5
Improvise movement for high–low, loud–soft, short–long, slow–fast.
MOV.6
Respond to music through movement in an individual manner.
MOV.7
Improvise movements to poems, stories and songs.
MOV.8
Move to form in music, like phrases and unlike phrases.
MOV.9
Through movement show awareness of changes in tempo, dynamics and mood.
MOV.10
Perform rhythmic patterns in music.
MOV.11
Move to round or canon form.
MOV.12
Participate in folk, square or traditional ethnic dances.
S.1
Distinguish between children’s speaking and singing voices.
S.2
Respond to tone matching and echo games.
S.3
Respond to so–mi hand signals.
S.4
Respond to hand signals for so–mi–la.
S.5
Sing, in tune, many rhythmic and melodic songs, singing games and action songs.
S.6
Experience singing alone and in a group.
S.7
Sing accurately in unison.
S.8
Respond appropriately and with confidence to a conductor’s signals.
S.9
Extend the use of sol–fa training with hand signals to include “re” and “do”.
S.10
Respond to tone matching with other voices and instruments.
S.11
Sing many folk, ethnic, seasonal and holiday songs.
S.12
Extend the use of sol–fa training with hand signals to include “la1” “so1” “do1” (low “la”, low “so” and high “do”).
S.13
Sing ostinato patterns with songs.
S.14
Sing two-part rounds and simple descants.
S.15
Continue vocal development: sing with expression and good enunciation.
S.16
Sing with various instrumental accompaniments.
S.17
Participate in singing alone or in a group, a capella (unaccompanied).
S.18
Sing partner and nonsense songs.
PI.1
Explore the sound of various musical instruments.
PI.2
Play a steady beat using rhythm instruments.
PI.3
Discover that some instruments play low notes and some play high notes.
PI.4
Echo rhythm patterns.
PI.5
Accompany singing with appropriate body percussion and movement (beat, accent, rhythm patterns) and transfer these to instruments.
PI.6
Play rhythm instruments correctly.
PI.7
Accompany songs, stories and poems with appropriate instrumental effects.
PI.8
Play simple rhythm patterns (the beat and divisions of the beat).
PI.9
Follow simple rhythm scores.
PI.10
Play rhythmic and ostinato patterns to accompany songs.
PI.11
Use pitched (keyboard-type) instruments to play tone-matching games, conversational games and pentatonic (5-tone) accompaniments.
PI.12
Use resonator bells to build and play chords.
PI.13
Demonstrate skills on as many as possible of the following instruments:
RW.1
Recognize “ta” and “ti–ti” rhythm patterns.
RW.2
Recognize the following rhythm patterns on large charts, and follow from left to right:
RW.3
Echo clap and chant written rhythm patterns.
RW.4
Draw “stick” rhythm patterns on paper.
RW.5
Respond to simple instrumental scores on large charts.
RW.6
Respond to hand signals and staff notation of “so–mi”, “so–mi–la”.
RW.7
Build “so–mi–la” patterns on a simple staff.
RW.8
Read repeat signs, p (soft) and f (loud).
RW.9
Draw “stick” rhythm patterns from dictation (teacher claps pattern).
RW.10
Extend the use of sol–fa training to include “do” and “re”.
RW.11
Follow notation from left to right while singing and playing.
RW.12
Recognize whole, half, quarter, eighth notes and the whole, half and quarter rests.
RW.13
Recognize 2/4 and 3/4 time signatures.
RW.14
Recognize the music staff and treble clef sign.
RW.15
Recognize “like” and “unlike” phrases.
RW.16
Recognize the symbols for crescendo ( ), decrescendo (diminuendo) ( ) and accent (<).
RW.17
Recognize the eighth rest.
RW.18
Recognize the dotted half note, the concept of the dot and the fermata.
RW.19
Recognize 4/4 time signature.
RW.20
Continue sol–fa training to include low “la” and low “so” (“la1,” “so1”) and high “do” (“do1 ”).
RW.21
Recognize the symbol for a phrase.
C.1
Use suitable sound effects for poems and songs.
C.2
Use instruments to create sounds of high–low, loud–soft, slow–fast, short–long, up–down.
C.3
Create singing “conversations” (tone matching).
C.4
Make up new words to songs.
C.5
Create melodic and/or percussion accompaniments for poems and songs.
C.6
Create movement to demonstrate form in music.
C.7
Improvise, using instrumental and/or singing activities.
C.8
Create rhythmic and melodic ostinati for poems and songs.
M.7.a
Melodies may move by scale steps.
M.7.b
Melodies may move by leaps.
PI.13.a
Orff Instruments — through speech, rhythm, ear training and use of pentatonic scale, create own compositions.
PI.13.b
Resonator (tone educator) Bells — tone matching, ostinato patterns, pentatonic melodies and accompaniment, chord building.
PI.13.c
Autoharp — learn basic chords and rhythms to accompany many songs.
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